ABSTRACT

This study investigates how pre-service teachers of English as a foreign language do correction during their initial teaching practice at lower-secondary schools. The study employs multimodal conversation analysis on a dataset of 16 lessons taught by three pre-service teachers in Czechia. The analysis focuses specifically on how the teachers orient to the task format when doing correction in answer-check sequences. It demonstrates how the teachers employ talk, gesture and gaze to make the task format (such as fill-in-the-blanks, matching) relevant and thereby use the materials as points of reference as well as resources for structuring classroom discourse. This use of materials contributes to the completion of the correction sequences. It is concluded that (over-)reliance on teaching materials and limited flexibility, which can be observed in not accepting alternative answers produced by learners, seem to be manifestations of some of the traits of pre-service teachers’ performance.

摘要

本研究调查了英语作为外语的职前教师在初中教学实践中如何进行批改。该研究对捷克三名职前教师讲授的 16 节课的数据集采用多模态对话分析。分析特别关注教师在回答检查序列中进行更正时如何适应任务格式。它展示了教师如何使用谈话、手势和凝视使任务格式（如填空、匹配）相关联，从而将材料用作参考点和构建课堂话语的资源。材料的这种使用有助于完成校正序列。结论是（过度）依赖教材和有限的灵活性，